Knowledge Of Students Research Articles

Evaluating the Impact of an Innovative Integrative Health-Focused Elective in a Doctor of Pharmacy Program

ObjectiveTo assess knowledge and perceptions of integrative health principles. MethodsThis was a retrospective, pre-post observational cohort study evaluating Doctor of Pharmacy students following completion of an innovative elective course that was offered between 2020–2022. This Integrated Health in Pharmacy elective was created at the University at Buffalo School of Pharmacy and Pharmaceutical Sciences in the Spring of 2020. The primary objective was to assess student knowledge of integrative health principles. The secondary objective was to assess student confidence and perceptions of integrative health principles. ResultsStudents completed a pre-course assessment (n = 80/81) and a post-course assessment (n = 73/81). Overall, the mean (SD) performance on the assessment questions increased between the pre-post assessment groups (57.59 [12.98]% vs 65.46 [14.43]%). Survey results indicated that students’ perceptions and confidence pertaining to integrative health increased after completing this elective course offering. ConclusionParticipation in this innovative elective course was associated with improved knowledge and perceptions of integrative health principles.

University Students’ Perception of the Dehesa and the Associated Traditional Trades

The dehesas are one of the most emblematic landscapes of the Extremadura region (Spain). Along with its natural values, it preserves a wide repertoire of knowledge and trades rooted in the history and tradition of rural communities. However, the knowledge and practices that have characterized life in this environment are currently under serious threat. Faced with this problem, this study was based on the premise that, for individuals to commit themselves to the care and transmission of heritage, it is first necessary for them to know, understand and value it. For this reason, the main objective was to determine the knowledge and appreciation of university students with respect to the dehesa and the ancestral practice of grazing. It also aimed to analyze which are the most valued methodologies, activities, and future strategies for understanding and preserving these cultural landscapes and their ancestral practices. To this end, 400 university students were surveyed, and various quantitative and qualitative analyses were carried out. Quantitative techniques include analyses based on weighted averages, contingency tables and the chi-square test, while qualitative techniques are based on word frequency analysis and inductive content analysis. Despite coming from an environment dominated by this landscape and being one of the few regions that still preserve the ancestral practice of pastoralism, the results corroborated the students’ lack of understanding of the dehesa and the variety of uses it offers. In addition, it was evident that they have hardly frequented this landscape and have not participated in on-site educational experiences. It also revealed the importance of experiential and sensory activities in the understanding and appreciation of the rural environment and its traditions. The results can be useful for improving the design of educational tourism products based on intangible heritage. It can also be useful for adapting teaching strategies and activities to the level of knowledge and experiences of students, helping to ensure the success of the educational experience.

Researching on practice through lesson study: developing prospective teachers’ knowledge of student learning

PurposeThis paper focuses on prospective teachers’ (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs’ knowledge of student learning developed during the process and the LS features fostering it.Design/methodology/approachThe participants were two PTs, a teacher educator, a cooperating teacher and a researcher. The LS was integrated into a Portuguese initial elementary teacher education program. Following a qualitative approach, we used participant observation.FindingsThe PTs developed their knowledge of students’ learning of the concept of area in four dimensions: theories; students’ interests and expectations; ways students interact with the content and students’ strengths and weaknesses in learning the concept. To support this development, the LS design considered follow-up sessions and emphasised collaborative work.Originality/valueThis study focuses on PTs researching their practice and disseminating the results, which has been overlooked in previous research of LS with PTs. The results highlight the potential of LS to motivate PTs to research their practice and emphasise the importance of involving them in disseminating LS results.

Why ask why? Toward coordinating knowledge of proximate and ultimate explanations in physiology.

In physiology education, students must learn to recognize and construct causal explanations. This proves difficult, in part, because causal explanations in biology manifest in different varieties. Unlike other natural sciences, causal mechanisms in physiology support physiological functions and reflect biological adaptations. Therefore, students must distinguish between questions that prompt a proximate or an ultimate explanation. In the present investigation, we aimed to determine how these different varieties of students' knowledge coordinate within students' written explanations. Prior research in science education demonstrates that students present specific challenges when distinguishing between proximate and ultimate explanations-students appear to conflate the two or construct other non-mechanistic explanations. This investigation, however, demonstrates that analytic frameworks can distinguish between students' proximate and ultimate explanations when students are provided explanatory scaffolds that contextualize questions. Moreover, these scaffolds and prompts help students distinguish between physiological functions and the cellular and molecular mechanisms that underpin them. Together, these findings deliver insight into the context-sensitive nature of student knowledge in physiology education and offer an analytic framework for identifying and characterizing student knowledge in physiology.

Knowledge, Attitudes, and Practices of Undergraduate Dental Students About Sterilization, Disinfection, and Infection Control: A Questionnaire-Based Study

Knowledge, Attitudes, and Practices of Undergraduate Dental Students About Sterilization, Disinfection, and Infection Control: A Questionnaire-Based Study

DBGCN

Given the extensive use of online learning in educational settings, Knowledge Tracing (KT) is becoming increasingly essential. KT primarily aims to predict a student's future knowledge acquisition based on their past learning activities, thus enhancing the efficiency of student learning. However, the effective acquisition of dynamic and evolving student representations from their historical records presents a formidable challenge. This paper introduces a Knowledge Tracing methodology predicated on Dynamic Broadth Graph Convolutional Networks (DBGCN). DBGCN leverages the mechanisms of breadth graph convolutional networks to proficiently acquire representations of questions and knowledge points from dynamically constructed topological graphs. It employs student state information as an attention query vector to augment student representations, thereby partially mitigating the challenge of capturing the dynamic shifts in user states. The effectiveness of our proposed DBGCN method has been demonstrated through extensive experimentation.

‘It's like donating blood’: Ghanaian university students' knowledge and attitudes towards egg and sperm donation

There is anecdotal evidence that third-party reproduction, in particular gamete donation, is on the rise in Ghana. This is not surprising, considering the country has adopted assisted conception through the use of reproductive technologies for the past three decades. These technologies primarily aid infertile couples in Ghana in fulfilling their procreative responsibilities within the Ghanaian family and society. Potential donors' opinions regarding gamete donation have received minimal attention in the Ghanaian discourse on assisted reproductive technology (ART) usage. This study explores the knowledge and attitudes of undergraduate university students regarding gamete donation. The study utilized a qualitative methodology, which included 21 in-depth telephone interviews with students who were potential gamete donors. The data were thematically analyzed. The results of the study show that the participants knew that gamete donation was performed in Ghana. Positive sentiments about the technique were motivated by altruism, whereas negative attitudes were motivated by the urge to adhere to cultural norms that stigmatize incest and children conceived by artificial means. The decision to donate or decline egg or sperm donation was significantly influenced by one's religious convictions.

Effects of Heat Stress Prevention Training on the Knowledge of Construction Students

Effects of Heat Stress Prevention Training on the Knowledge of Construction Students

A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students

BackgroundNear-peer teaching (NPT) involves teaching by peers who are at a close, but not the same, level of training. This study investigated whether a novel surgical NPT workshop, designed and delivered by junior doctors using simulation models for acute otolaryngology conditions, improved the knowledge and confidence level of senior medical students. MethodsA one-day NPT workshop was held for medical students in their third year of a four-year postgraduate medical degree at the University of Notre Dame, Sydney, Australia. Four acute otolaryngology/head and neck surgery problems that might be encountered by junior doctors and require prompt management were chosen. These were post-operative neck swelling, epistaxis, and tracheostomy management (obstruction and bleeding). Six junior doctors facilitated didactic tutorials and practical skills training using models. Multiple choice question mini-tests and questionnaires were administered before and after the workshop to assess changes in students' knowledge and confidence in assessment, management, and practical skills. ResultsThe most common reason for participation was to acquire knowledge and practical skills (93.2 %). Mean correct MCQ mini-test knowledge scores increased significantly from 60 % pre-workshop to 83.9 % post-workshop (p < 0.05). Students reported significantly increased confidence in recognition and management of all four conditions. All students favoured including the course in their curriculum and would recommend the course to others. The tutors subjectively reported valuable teaching experience. ConclusionNPT is an effective method for teaching medical students how to assess and manage acute otolaryngology/ENT surgery conditions that may present as emergencies for junior medical officers on the ward.

LGBTI Healthcare in Medical Education.

Our aim is to reveal the interaction of cultural and religious influences with professional equipment by determining the level of knowledge, sexual attitudes, and homophobia of medical students about LGBTI+ individuals. The study included 324 students from our faculty of medicine. The Hudson and Ricketts Homophobia scale, the Attitudes Towards Lesbians and Gay Men scale, and the Hendrick Sexual Attitudes scale were used with the sociodemograpic data form. Data were collected and analyzed using descriptive and inferential statistical tests. The mean score of the students from the Hudson and Ricketts Homophobia scale was 58.50. The findings of our study support that medical students consider that the education they receive in this regard is inadequate. One of the goals of undergraduate medical education is the provision of health services to all segments of society; therefore, it is recommended to make improvements in the curriculum in this regard.

Influence of Gender and Previous Blood Donation Status on Attitude Toward Blood Donation: a Cross-Sectional Study.

Blood supply shortage may affect the health of patients who are transfusion-dependent. Consequently, blood donation plays an important role in the community as it can provide sufficient blood supply at blood bank centers. Medical sciences students can help promote blood donation. The current study aimed to assess the knowledge on, attitude toward, and barriers on blood donation among medical sciences students at the Faculty of Applied Medical Sciences of Jazan University, Saudi Arabia. An online questionnaire with 23 knowledge and attitude questions was established using Google Forms. Statistical analysis was performed based on gender and blood donation status (never donated, unable to donate, and donated blood). In total, 601 participants from six different departments responded to the questionnaire. Interestingly, female students had a higher rate of accurate responses toward the knowledge and attitude questions than male students (p < 0.01). Furthermore, students who previously donated had a higher rate of accurate responses to the questions than those who were not able to or never donated blood (p < 0.01). The questionnaire was designed to assess the general knowledge and attitude of medical sciences students and barriers on blood donation. Female gender and a history of blood donation had a significant impact on responses. Therefore, more efforts are required to educate students regarding the importance of blood donation among patients who are transfusion-dependent.

The effectiveness of virtual reality training on knowledge, skills and attitudes of health care professionals and students in assessing and treating mental health disorders: a systematic review

Background Virtual reality (VR) training can enhance health professionals’ learning. However, there are ambiguous findings on the effectiveness of VR as an educational tool in mental health. We therefore reviewed the existing literature on the effectiveness of VR training on health professionals’ knowledge, skills, and attitudes in assessing and treating patients with mental health disorders.MethodsWe searched MEDLINE, PsycINFO (via Ovid), the Cochrane Library, ERIC, CINAHL (on EBSCOhost), Web of Science Core Collection, and the Scopus database for studies published from January 1985 to July 2023. We included all studies evaluating the effect of VR training interventions on attitudes, knowledge, and skills pertinent to the assessment and treatment of mental health disorders and published in English or Scandinavian languages. The quality of the evidence in randomized controlled trials was assessed with the Cochrane Risk of Bias Tool 2.0. For non-randomized studies, we assessed the quality of the studies with the ROBINS-I tool.ResultsOf 4170 unique records identified, eight studies were eligible. The four randomized controlled trials were assessed as having some concern or a high risk of overall bias. The four non-randomized studies were assessed as having a moderate to serious overall risk of bias. Of the eight included studies, four used a virtual standardized patient design to simulate training situations, two studies used interactive patient scenario training designs, while two studies used a virtual patient game design. The results suggest that VR training interventions can promote knowledge and skills acquisition.ConclusionsThe findings indicate that VR interventions can effectively train health care personnel to acquire knowledge and skills in the assessment and treatment of mental health disorders. However, study heterogeneity, prevalence of small sample sizes, and many studies with a high or serious risk of bias suggest an uncertain evidence base. Future research on the effectiveness of VR training should include assessment of immersive VR training designs and a focus on more robust studies with larger sample sizes.Trial registrationThis review was pre-registered in the Open Science Framework register with the ID-number Z8EDK.

Introducing a novel hybrid educational boot camp to augment medical student training in neurosurgery.

Neurosurgery subinternships are a critical portion of the medical student application to neurosurgery residency programs, allowing programs to assess the student's clinical knowledge, interpersonal skills, work ethic, and character. Despite how critical these auditions are, many students have a poor understanding of expectations prior to beginning these subinternships. Thomas Jefferson University hosted a combined in-person and virtual boot camp session open to all medical students interested in neurosurgery. The authors sought to determine the effectiveness of this inaugural course. A total of 304 registered participants were sent a survey assessing their attitudes toward neurosurgery subinternships, beliefs about their abilities, and their comfort with various neurosurgical skills. All participants were sent a postsession survey composed of the same questions. The mean scores for responses to pre- and postsession survey questions were recorded based on graduating year and by medical school type (US allopathic [US MD], US osteopathic [US DO], or foreign degree/international medical graduate [IMG]). Differences in means between pre- and postsession survey responses were analyzed using the Student t-test, and statistical significance was set at p < 0.05. A total of 112 presession surveys and 64 postsession surveys were completed, yielding a presession survey response rate of 36.8% and a postsession survey response rate of 21.1%. Seventy-five percent of the postsession survey respondents attended virtually, and 25% were in-person. US MD, US DO, and IMG attendees demonstrated a significantly increased understanding of the expectations of a neurosurgery subintern (p < 0.001). All students had significantly increased confidence in their ability to succeed as subinterns (US MD students and IMGs p < 0.001, US DO students p < 0.05). Regarding procedural confidence, US MD students had increased confidence in craniotomies and cranial plating (p < 0.001). When comparing responses by graduation year, students in the classes of 2024 and 2025 (rising 4th-year and rising 3rd-year medical students, respectively) demonstrated significantly increased understanding of expectations and confidence in their ability to succeed (< 0.001). Seventy-five percent of our postsession survey respondents attended virtually, and 25% were in-person. The in-person cohort had greater improvements in comfort with procedures such as craniotomies, cranial plating, and extraventricular drain placement (in-person vs Zoom mean differences: craniotomies and cranial plating, -2.29, extraventricular drain placement, -2.31) (p < 0.05). The boot camp successfully delineated the expectations of neurosurgery subinterns and enhanced the attendees' confidence in their abilities. The authors concluded that a hybrid virtual and in-person format is beneficial and feasible in increasing accessibility to information about neurosurgery subinternships.

Mathematics belief impact on metacognition in solving geometry: Middle school students

Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.

Building Interprofessional Competency Through A Virtual Cardiopulmonary Case Collaboration

Introduction Interprofessional education (IPE) experiences are prioritized as a key component of physician assistant (PA) and Doctor of Physical Therapy (DPT) education programs’ curricula to reflect contemporary practice. Virtual IPE is reported to facilitate clinical decision making and teamwork in students. However, limited studies exist on its effectiveness to promote the IPE Collaborative's (IPEC) core competencies. As we aim to increase IPE in our curriculum, virtual IPE offers several advantages. The purpose of this study was to evaluate whether a case-based, virtual IPE improved students' knowledge and attitudes of collaborative team skills using the Interprofessional Collaborative Competencies Attainment Scale (ICCAS). Methods This study used a retrospective pretest-posttest design. Students in first-year PA and DPT programs (n = 130, PA = 48, DPT = 82) completed the ICCAS survey before and after attendance of a mandatory virtual IPE event. The virtual IPE session centered on designing a collaborative plan of care for an individual with congestive heart failure in an outpatient setting. To assess skill attainment, students completed the ICCAS survey. t Tests with Bonferroni's correction (P &lt; .01) were conducted for analyses. Results One hundred twenty-two students (PA = 46, DPT = 76) provided complete survey data. Statistically significant improvement was noted for all 20 questions (P &lt; .001). Large pre/post-IPE event effect sizes were observed for all 20 statements in the ICCAS. No statistically significant differences between the 2 disciplines were noted. Discussion Our findings suggest that a virtual case-based IPE experience may offer benefits to improve the student's attitude and knowledge related to IPEC during the initial year of PA and DPT programs. These data are encouraging as integration of virtual IPE experiences may affect teamwork competencies in healthcare programs.

EFEKTIFITAS EDUKASI KESEHATAN GIGI MENGGUNAKAN PERMAINAN TRUTH OR DARE TERHADAP TINGKAT KETERAMPILAN MENYIKAT GIGI PADA SISWA-SISWI SD NEGERI 106166 MARINDAL II KECAMATAN PATUMBAK DELI SERDANG

Dental health is important for individuals, including children. Childhood is a very important time to maintain healthy teeth. The condition of the milk teeth (deciduous) really determines the condition of the replacement teeth, therefore it is very important to maintain dental health at this time. Dental health education using the truth or dare game media can have an impact on increasing students' knowledge, attitudes and actions to maintain the health of their teeth and mouth. The aim of this research is to determine the effectiveness of dental health education using the truth or dare game on the level of toothbrushing skills in elementary school students. The type of research carried out was descriptive analytical research using the quasi-experimental method which was carried out at SD Negeri 106166 Marindal II, Patumbak Deli Serdang District. This research will be carried out from June to October 2023 with a sample size of 30 people. The results of this research, the average level of tooth brushing skill before being given dental health education using the truth or dare game to students was 12.3 and the average after being given dental health education using the truth or dare game was 15.8. There is the effectiveness of dental health education using the truth or dare game on the level of tooth brushing skills among students at SD Negeri 106166 Marindal II, Patumbak Deli Serdang District in 2023 with a p-value of 0.000&lt;0.05. It is hoped that this research can increase students' insight and knowledge about toothbrushing skills.

Knowledge of undergraduate and postgraduate dental students about managing traumatic dental injuries based on the 2020 International Association of Dental Traumatology guidelines: A online survey of 10 dental schools from 10 countries.

The knowledge of dental students about managing traumatic dental injuries (TDIs) may not be uniform, depending on global location and dental education. The aim of this study was to evaluate the level of knowledge of undergraduate and postgraduate students specializing in endodontics and pediatric dentistry at 10 dental schools in 10 countries about the 2020 International Association of Dental Traumatology (IADT) guidelines regarding the management of TDIs. A previously published questionnaire was used in the current survey. It was an online survey with 12 questions regarding the management of TDIs and some additional questions regarding sociodemographic and professional profiles of the participants were added. The survey was distributed to final-year undergraduate students and postgraduate students in pediatric dentistry and endodontics from 10 dental schools. Simple frequency distributions and descriptive statistics were predominantly used to describe the data. Differences in the median percentage scores among the student categories were assessed using the Kruskal-Wallis test followed by Dwass-Steel-Critchlow-Fligner pairwise comparisons. A total of 347 undergraduates, 126 postgraduates in endodontics, and 72 postgraduates in pediatric dentistry from 10 dental schools participated in this survey. The postgraduates had a significantly higher percentage score for correct responses compared with the undergraduates. No significant difference was observed between the endodontic and pediatric dentistry postgraduates. The knowledge possessed by undergraduate and postgraduate students concerning the IADT-recommended management of TDIs varied across the globe and some aspects were found to be deficient. This study emphasizes the critical importance of reassessing the teaching and learning activities pertaining to the management of TDIs.

HUBUNGAN PENGETAHUAN IBU HAMIL TENTANG ANEMIA DENGAN KEJADIAN ANEMIA DI PUSKESMAS PORIAHA KABUPATEN TAPANULI TENGAH TAHUN 2020

Counseling with Audio Visual Media is a very important means of information because it contains elements of sound and images, which in the process of absorbing material involves the senses of sight and hearing. Lack of knowledge of elementary school age children about oral health is influenced by the lack of information obtained, including in the form of counseling, especially Audio Visual Media. This type of research was descriptive survey method with the aim to find out the description of dental and oral health counseling by using audio-visual media on the knowledge of students of Class VIII-1 at SMP Mulia Pratama Private Medan, with a sample size of 30 people. Data collection was carried out by distributing questionnaires before and after counseling using audio visual media. The results obtained by the data that the level of knowledge of students about oral health before counseling the majority of poor criteria, amounting to 11 people (36.6%). Whereas after counseling, the level of knowledge of students increased to a majority of good criteria, amounting to 27 people (90%), and none of them had bad criteria. The conclusion of this study is an increase in student knowledge about oral health after counseling with audio-visual media and in line with the objectives of counseling. It is expected that schools will provide communication media to increase knowledge, especially dental and oral health for students.

COVID 19 Vaccination implementation among preparatory school students in Akaki Kality Sub city, Addis Ababa, Ethiopia

Coronavirus (COVID-19) is a global pandemic that has affected 229 countries and territories. Vaccines are one of the best ways to prevent and slow down transmission of COVID 19. Since students in school setting share teaching rooms, sport facilities, and other facilities like toilet and cafeteria, and have a higher number of social contacts, this study aimed to assess implementation of Vaccination against COVID 19 among preparatory school selected secondary preparatory schools in Akaki Kality Sub city, Addis Ababa, Ethiopia. Descriptive cross sectional study design using multistage random sampling technique was conducted among secondary school students in Akaki Kality sub city, Addis Ababa, Ethiopia from March 01 – 25, 2023. A total of 349 students proportionally allocated to five schools in Akaki Kality sub city were interviewed and focus group discussion were conducted with five catchment health center immunization focal persons. In this study, preparatory students had 44.6% knowledge and 17.5% practice regarding COVID 19 vaccination. Religion, residence, and the educational level of students’ parent were found associated with students’ knowledge on vaccination against COVID 19. Previous COVID 19 illness and knowledge of students were found to be associated with students’ vaccination practice against COVID 19. In comparison to other studies, relatively limited knowledge and poor practice were observed. Knowledge was found to be associated with students’ practices indicating the need for strengthening behavioral, risk communication and community engagement activities using religious leaders and different communication platforms. Additionally, to address vaccine related shortages, partnerships should be strengthened at different levels to enable direct purchases, utilization of group financing and donation options.

PENYULUHAN KESEHATAN GIGI DAN MULUT DENGAN MENGGUNAKAN MEDIA AUDIO VISUAL TERHADAP PENGETAHUAN PADA KELAS VIII-1

PENYULUHAN KESEHATAN GIGI DAN MULUT DENGAN MENGGUNAKAN MEDIA AUDIO VISUAL TERHADAP PENGETAHUAN PADA KELAS VIII-1